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ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643

Volume 8, Issue 1, December 2019 https://journal.uniku.ac.id/index.php/ERJEE

STORYTELLING IN TEACHING LITERACY:

BENEFITS AND CHALLENGES
Intan Satriani
English Education Department, Faculty of Language Education, IKIP Siliwangi, Indonesia
E-mail: intan.satriani@yahoo.co.id

APA Citation: Satriani, I. (2019). Storytelling in teaching literacy: Benefits and challenges. English Review:
Journal of English Education, 8(1), 113-120. doi: 10.25134/erjee.v8i1.1924.

Received: 13-09-2019 Accepted: 25-10-2019 Published: 01-12-2019

Abstract: Literacy has become a crucial position in education, especially in Indonesia. It is used as one of
ways to develop education through developing the culture of reading, writing, and counting. The study aims
to find out benefits and challenges of implementing storytelling in teaching literacy. The study employed a
qualitative descriptive research design. The data were obtained from students’ interview and observation.
The findings found some benefits in implementing teaching program which include using two languages as
the medium of interaction, providing suitable learning materials and various media, using of dramatization
to show a character’s expression, asking moral value of the story as an evaluation instrument, developing
students’ literacy ability, arousing students’ imagination, enriching students’ vocabulary, and developing
students’ reading awareness and interest. Meanwhile, some challenges found in implementing teaching
program are students’ proficiency and length of texts. Based on those findings, it is suggested to provide
more times to truly explore students’ literacy ability and their preference in story.
Keywords: storytelling; teaching literacy; benefits; challenges; EFL classroom.

INTRODUCTION students to be more enthusiastic during learning

Storytelling is an activity to pass the information
from person to person and from one generation to
the next generation (McDrury & Alterio, 2003).
Storytelling is simple and practical because
stories, which are used as the media, are easily
obtained (Wajnryb, 2003). Hence, the use of
storytelling as a teaching tool has been conducted
in the areas of teacher education, higher
education, early childhood education, and nursing
education.
Storytelling shows some benefits, especially
storytelling as a pedagogical tool. It can motivate
students (Wright, 2008), help children in
memorizing words learned (Arietawati, 2011),
improve their vocabulary mastery (Widiastika,
2011), encourage children to learn English
(Slattery & Willis, 2001), increase their moral
value (Rusdi, 2006), provide inexpensive media
in teaching rich language experience (Wright,
2008), and enhance students’ interest in reading
(Slattery & Willis, 2001). Moreover, storytelling
is categorized as one of teaching techniques that
enable Asian EFL students in elementary and
secondary school to enjoy reading and writing
(Paul, 2003) and to build students’ interest in
literacy and learning English. It means that
storytelling can be an alternative way to enhance
student’s literacy in an EFL classroom. Not only
in EFL setting, storytelling is also substantial in
ESL setting. Storytelling is able to stimulate ESL
process in England (McClelland, n.d in Hana,
2011).
Furthermore, storytelling is important to
improve students’ listening and writing skills
(McGrath, 2000). It means that storytelling is a
part of literacy practice that may influence
students’ language proficiency. Literacy practice
has some important characteristics, such as to
develop language and brain, to practice logical
and critical thinking (Metcalfe et al., 2013), and
to apply value or moral (Taylor, 2000).
Relating to EFL context, English should be a
medium to develop students’ literacy in
Indonesia. Thus, it is essential for EFL educators
to reconceptualize the teaching of English in
order to bring the betterment and improvement of
students’ literacy in Indonesia. One alternative
way to increase literacy in Indonesia is through
the use of storytelling in the classroom. Basically,
there are several benefits that can be gained by
secondary students and teachers through
storytelling in teaching literacy, including reading
and writing. The benefits and challenges are
described as follow.
Incorporating to the benefits of storytelling,
firstly, through storytelling teacher can enhance
students’ interest in reading (Slattery & Willis,
2001) and make students enjoy learning language
(Rusdi, 2006; MacKinney, 1996 in Al-Mansour &
Al-Shorman, 2011). Moreover, it also motivates

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Intan Satriani
Storytelling in teaching literacy: Benefits and challenges
students to read and improve their reading
comprehension (Scott & Ytreberg, 1990).
Besides, storytelling can also be used to prepare
students to write their own stories (Scott &
Ytreberg, 1990). The example of students’
writing development through storytelling can be
seen from students’ writing journal. In that
activity, teacher does not only obtain the data of
students’ writing, but also their development of
analytical and reasoning skills. In this case,
storytelling can develop students’ writing ability
as it provides opportunities to discover some
important dialogue and to understand stories and
story elements (Campbell & Husek, 2009).
In line with literacy, storytelling promotes
expressive and receptive language development,
namely written composition and reading
comprehension (Peck, 1989). Second language
learners who share personal experiences through
storytelling are able to demonstrate linguistic
growth. The text of the story also provides the
potential for comprehensible input. This input can
be achieved in multi ways, for instance individual
reading, a number of group sharing, groups of
students working on a core text and taking it in
different directions according to their own
imaginations (Wajnryb, 2003). In increasing
students’ novels word comprehension, vocabulary
eliciting questions and noneliciting questions also
can be used in storytelling activity (Walsh &
Blewitt, 2006).
Students’ interest in reading story can be
enhanced when students have heard a story once.
Teacher can tell the students that each time they
read a book, they will become more familiar with
the language of the story and will be able to
participate more in different ways (Slattery &
Willis, 2001). The way teachers observe reading
behavior is linked to different reader purposes
which are linked to situational context and also to
social expectations, for example what kind of
reading behavior is expected in classrooms,
families, or particular religious’ settings (Wallace,
1992).
Secondly, storytelling using local legends can
help teacher to set values and to introduce cultural
identities to the students (Pahl & Rowsell, 2005).
There are different kinds of literacy practices
within communities, through cultural, social and
educational experiences, such as read story books
as children, read to our children as parents,
communicate with distant friends or relatives
through reading (Hood, Solomon, & Burns,
2005).
114
Third, learning literacy through storytelling
can help students to get sense or meaning of text
(Metcalfe, et al., 2013). Understanding meaning
of text has a relation with the comprehension of
vocabulary and grammar. In using storytelling to
teach reading and writing, it can help learners to
use vocabulary and grammar correctly. Learning
to tell and write effective stories is an effective
language learning application for students to
increase their knowledge of vocabulary and
grammar (Nicholas, Rossiter, & Abbott, 2011).
Fourth, storytelling allows students to
increase their imagination (Wright, 2008). In case
of picture books, the narrative nature of picture
books invites readers or viewers to see how
artistic elements act as a form of visual
communication. Through illustration, illustrator
shows the relationship a character has with other
characters or further extends a character’s
intentions in the plot through movement,
performance and gesture (Pahl & Rowsell, 2005).
Needlman (2004 in Al-Mansour & Al-Shorman,
2011) adds that reading aloud through storytelling
can build students’ imagination.
Thus, although there are various research on
storytelling in teaching literacy, there is still lack
of studies investigating the benefits and
challenges of implementing storytelling in
teaching literacy. Addressing this gap, this study
focuses on obtaining perception from students’
point of view about teaching literacy through
storytelling.
METHOD
This present study employed a qualitative
descriptive method. This method is used to
examine questions that can best be answered by
verbally describing how participants in a study
perceive and interpret various aspect of their
environment (Crowl, 1996). Qualitative research
provides opportunities for researchers to study
social phenomena in relation to people’s everyday
lives. Through a process of data interpretation,
qualitative research provides information about
what, why and how a phenomenon in a
society happens. This is in line with what Denzin
and Lincoln (2005) say that qualitative research
also involves an interpretive, naturalistic
approach to the world. In addition, Yin (1994)
also elaborates that employing qualitative method
provides researchers with opportunities to
represent the views and perspectives of the
people/participants in a study.
ENGLISH REVIEW: Journal of English Education
Volume 8, Issue 1, December 2019
The study was undertaken at a private Junior
High School in Cipatat, rural part of West
Bandung, West Java province, Indonesia. The
school is a suburban school with a student
enrolment drawn predominantly from
disadvantaged families which had lower
motivation in continuing their study to senior high
school. Most of them are prefer to work after they
graduated from their junior high school.
The participants of this study consisted of six
eighth grader of junior high school. They were
selected as the representative of a group which is
appropriate with one of case study features
(Cohen, Manion, & Morrison, 2007). The six
students were divided into three categories,
namely two students from high level
achievement, two from middle level achievement,
and two from lower level achievement based on
their performance in previous reading lesson and
diagnostic writing. All participants were all
Sundanese who have Bahasa Sunda as their
mother tongue. Bahasa Indonesia is their second
language. English and Arabic are thus their
foreign language.
Upon the chosen steps of an observation
classroom, this study conducted a preliminary
observation to the classroom and made a
consultation with the prior English teacher (it was
taken one term). Students attended individual
interview which run about 15 minutes and was
audio taped. This interview attempted to find out
students’ perceptions about the implementation of
storytelling (the strengths, weaknesses, and what
students think they have obtained in their
classroom). Prior to the interview, the researcher
informed the participants that the interview was
audiotaped and their names was not mentioned to
keep their identity confidential.
RESULTS AND DISCUSSION
This section delineates the depiction of research
findings of the study and the discussion dealing
with the data investigated and collected from the
observation and interview. The presentation of
this section is divided into two sections. The first
section discusses the benefits of the
implementation of storytelling technique in
developing students’ literacy skill and the second
section elaborates the challenges of implementing
the technique in teaching literacy to the students.
The discussion of this teaching program is
incorporated with the instruments used and theory
to support the study.
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Benefits of implementing storytelling in
teaching literacy
This study found eight benefits of implementing
storytelling in teaching literacy. The benefits
cover using two languages as the medium of
interaction, the provision of suitable learning
materials and various media, using dramatization
to show a character’s expression, asking moral
value of the story as an evaluation instrument,
developing students’ literacy skills, arousing
students’ imagination, helping students to share
their experiences, improving students’ vocabulary
mastery, and increasing students’ reading
awareness and interest. The aforementioned
benefits are described below.
Using two languages as the medium of
interaction
Before implementing storytelling activities, the
researcher informed the students about the
teaching program. This activity was intended to
realize that what is to be learnt should be made
clear to the students (Feez, 2002). The medium of
interaction at all stages throughout the teaching
program was English and Bahasa Indonesia. The
two languages were used during the
implementation of the program because of some
reasons. First, Bahasa Indonesia was used
especially when the students or the teacher found
difficulty in expressing their ideas, explaining the
meaning, or discussing the main ideas in reading
and writing in English (see Willis, 1981 cited in
Emilia, 2010). Second, bilingualism was expected
to affect positively both students’ intellectual and
linguistic progress and allow for their greater
sensitivity to linguistic meanings and more
flexibility in their thinking (Cummins, 1996 cited
in Emilia, 2005). Meanwhile, the use of Bahasa
Indonesia was expected to avoid the silence of the
class so the students could participate actively in
the teaching program (Emilia, 2005).
The provision of suitable learning materials and
various media
The selection of suitable materials was considered
important in the teaching program especially the
implementation of storytelling. With regard to the
learning materials, this study focused on two
main materials, namely narrative text and the
stories itself. Firstly, related to narrative text. Due
to narrative text is the focus of storytelling,
teacher should make students aware about the
content of the text. Students were firstly
introduced to the description of narrative text
which include the definition of narrative text, the
social function of narrative text, the schematic
structure of narrative text, the language features
Intan Satriani
Storytelling in teaching literacy: Benefits and challenges
of narrative text, and the example of narrative
text.
In addition, another component in learning
material is stories for students. Those stories were
selected based on the characteristics of the best or
interesting stories for children. Derewianka
(1990) states that to introduce the author who
would be sure to grab students’ interest can be
one of ways to make students love of books and
enthusiasm for good children’s literature. The
selection of the stories based on several points; 1)
students’ familiarity with the story; 2) the colored
picture series of the stories; and 3) teacher’s
performance skills in telling the stories.
Rahmawati (2014) suggested that it will be better
if the story is the local one with good values.
Using dramatization to show a character’s
expression
The observation data showed that the students
enjoyed the story started from the beginning until
the end of the story. It was because the teacher
used interesting media and explained the story
expressively. By showing and telling the story
expressively, they seemed more motivated to
know the content of the story. In this activity, the
teacher also used some dramatization to show a
character’s expression or emotion. According to
Scott and Ytreberg (1990), character’s expression
or gesture can attract students’ interest in
comprehending the story. During telling the story,
the teacher located the storybook in the location
that was visible by the children and moved
around so that everyone could see. It can be seen
through students’ expression below that they
could respond to the story.
T : “Look at the picture! Can the horse catch the
gingerbread man?”
S#3 : “No, Ibu. Gingerbread man run from horse.”
Then, in the process of storytelling, the
teacher invited the class to visualize the
vocabulary and to understand the basic
vocabulary by using TPR (total physical
response). The students responded the
vocabularies in a physical way by carrying out the
instructions, for example “he did some gardening
and fishing in his daily life.” In addition, in
facilitating good visualization of the story, the
teacher displayed a huge picture in front of the
classroom. After that, she put up the pictures of
the characters on the board.
Asking moral value of the story as an evaluation
instrument
At the end of the second unit, the students were story because they have good first impression
asked to think of the moral value of the story. One toward the story. Furthermore, they also have
student said that the moral value of the story was
“we have to be honor to our mother.” The other
said that “we must love our family like sarah,
percy and bill.” Fable is s proper example of
fictitious story that teach moral lesson (Sherman,
2008).
The instrument of the evaluation used was
cloze procedure. This test was chosen as test
instrument in this research because it can support
students’ understanding of grammar, spelling, and
sentence construction (Hancock & Leaver, 2006).
In line with the data, the result presented that
through ten questions given to the students,
students showed their development. In the first
section, their vocabulary was developed. All
students were able to put some proper words into
the provided boxes. Furthermore, in the second
section, they knew what they should do, because
it was the second time for them to meet that type
of questions. Since they are interested in the
story, they easily found the correct partner of the
blank sentences.
Developing students’ literacy skill
Based on the data of students’ interview, it was
found that students developed their literacy
capacity and skill. The development of students’
literacy skill can be seen in the following excerpt:
I understand the story, because when teacher tells
the story, she gives me a text of the story so that
we can understand the plot of that story. (S5)
(Interview, translated version)
The above excerpt also showed that through
storytelling, students can explore their writing
ability. McDrury and Alterio (2003) support the
data that through storytelling in the field of
education and teaching learning, learners can be
encouraged to tell stories by their own words
using their complex ideas, concepts or
information which they had obtained before.
Besides, the selection of the story is important
in implementing storytelling in the classroom. As
stated by Wright (2008), through the closest story
from students, it can be the best activities for
them in obtaining the gist of the story. The
statement relates with students’ perception below.
I like The Ginger Bread man’s story. (S5)
(Interview, translated version)
The story is easy to be understood. I understand
with the story, because there are some interesting
pictures in the book. (S3) (Interview, translated
version)
Students #1 and Student #4 understand the
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ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643
Volume 8, Issue 1, December 2019 https://journal.uniku.ac.id/index.php/ERJEE

prior knowledge of the story given. Related to the 2006, p.122). The previous theory is supported by
literacy, in implementation, students do not only result of student’s interview below.
feel interesting and enjoyable with the story, but Before I learn using storytelling, I did not know
also their thinking skills can be developed what the meaning of that story is. Through this
(Slattery & Willis, 2001, p. 96). activity, I feel my vocabulary increased. (S1)
I like the part when we read using big book, (Interview, translated version)
because the picture is clear and big. (S5) The activity of telling stories can add my
(Interview, translated version) vocabulary, because teacher tells different kind of
stories. (S1) (Interview, translated version)
In addition to the story itself, in developing
students’ literacy skill, the media of telling story Related to student one’s perception, she felt
also should be noticed. The use of visual tools are that her vocabulary was increased through
also important as one of supporting media that learning using storytelling. In the activities of
supports storytelling activities (Sprenger, 2010, storytelling, teacher does not only focus on the
p.101). story itself, but also he or she can focus on the
Arousing students’ imagination specific lesson, for example building students’
Students in junior high school (from 13-14 years vocabularies (Zaro & Salaberri, 1995, p. 9).
old) tend to enjoy some variation of story, such as Increasing students’ reading awareness and
complex story, adventure story, and romantic interest
story (Phillips, Burwood & Dunford, 1999; Reading is a part of daily life for people who live
Pinter, 2006; Wright, 2008; Hana, 2011). in literate communities that much of the time they
Students need pictures, expressions, and visual hardly consider either the purposes or process
tools in exploring story. Visual tools are able to involved (Wallace, 1992, p. 5). Because of
facilitate learners in understanding the meaning of reading is the primary to any definition of literacy
the story. Those can also dig students’ before writing, it is important for teacher to assist
imagination, as supported by students’ perception students to be interested in reading
below. comprehension.
Because telling the story using gesture and Learning using storytelling make me want to learn
expression, the story is easy to be comprehended. more and to try reading and writing in English. I
This is the first time for me to know the story. am more interesting in learning English. (S1)
First, I do not understand the meaning of the story (Interview, translated version)
in English. However, because teacher tells the Incorporating with the student’s interview
story using body movements and pictures, I can result, learning reading and writing through
imagine the story. (S1) (Interview, translated storytelling made student’s engagement in
version)
learning increased. It is supported by Scott and
I like Babies Owl story, mam. The story is funny.
Ytreberg (1990, p.69; Hana, 2011, pp.15-16) who
The picture is big. Then, I can see big font size.
The most important, I like animal story. (S2) state in teaching storytelling, teacher can integrate
(Interview, translated version) both reading and writing. That is because reading
and writing is the example of learning
Based on the result of students interview, consolidation.
Tooze (1959) supports that stories can inspire
students in developing their imagination. The Telling stories using expression and using
selection of fable also influences students in interesting book to be read make me enjoy and
understand the story. (S3) (Interview, translated
arousing their imagination. It means that students
version)
from elementary up to secondary level put their
huge attention to the animals characters (Pinter,
Challenges of implementing storytelling in
2006) or fictitious story.
teaching literacy
Improving students’ vocabulary mastery In implementing storytelling in teaching literacy,
In teaching vocabulary to secondary students,
there were two challenges that can disturb the
teachers do not only use one technique or method,
effectiveness of teaching program. The challenges
but they can also apply storytelling as the main
had something to do with students’ proficiency
technique in increasing students’ vocabulary
and length of texts as described in the following
mastery. Stories can be utilized as good sources
subsections.
of learning vocabulary and structure (Pinter,
Students’ English proficiency

117
Intan Satriani
Storytelling in teaching literacy: Benefits and challenges
The first challenge mainly deals with the
students’ English proficiency. All students
admitted that the lack of language proficiency,
such as vocabularies, grammar, and
pronunciation, was their obstacle in implementing
this teaching program. Consequently, it made
students hard in comprehending the text
comprehensively and in expressing their opinions,
as stated by student below.
I found some difficulties, when teacher asks me to
write a sentence that read by her, for example I
still confuse with the meaning of those words. (S2)
(Interview, translated version)
To facilitate students in understanding
difficult words, the teacher should let them to
write their stories in Indonesian first (Wright,
2008) before they translated the story into
English. After that, teacher also facilitated
students to use English-Indonesian or Indonesian-
English dictionary to make them easier in writing
a story and in comprehending a text. It is
supported by interview result of student below.
From storytelling, I do not like writing, because I
do not know yet the words. Luckily, teacher asks
me and my friends to read the story first, after that
we understand the story using dictionary so that, I
easier in writing a story. (S1) (Interview,
translated version)
The students’ reading and writing results in
the beginning also indicated that the students with
better language proficiency were able to have
higher score. It was because the students with
better language proficiency can comprehend the
text better and write their own text properly.
Thus, this challenge should be considered by
teacher in selecting teaching materials to facilitate
all students’ English proficiency levels.
The length of the texts
In addition to students’ English proficiency, the
length of story is also one of the important things
to be considered in implementing storytelling to
develop students’ literacy skills. As supported by
Wright (2008, p. 10), the story should has the
right length which is easy to make students
comprehend the text. Incorporating to the above
statement, students perceived that long stories
made them getting bored. Statement of student
can be seen below.
I a little bit do not like the story, because some
stories are too long, so I am getting bored. For
instance, the story of little red riding hood. (S1)
(Interview, translated version)
118
The length of the text also impacted on
students’ language learning and their reading
comprehension. By taking the theory and
student’s perspective into account, it was
suggested for the teacher to select appropriate
texts or materials before conducting teaching and
learning process in the classroom. Accordingly, it
was expected that the students’ literacy skill can
be developed optimally.
In relation to the aforementioned findings, it
can be concluded that storytelling is possible to be
implemented in the teaching literacy. After
conducted preparatory stage, ten meetings were
applied. The meetings consisted of three phases.
They were activities before reading the story,
activities during reading the story, and activities
after reading the story. The ten meeting were
divided into seven units. The first until fifth unit
explained the data and discussion of storytelling
in reading. On the other hand, the sixth and
seventh unit focused on writing skill.
In the implementation of unit one until unit
seven, it can be obtained that there were several
appropriate steps to be implemented by teachers
in conducting storytelling. The steps included
activities before reading the story, activities
during reading the story, and activities after
reading the story.
First was related to activities before reading
the story. Before telling the stories to the students,
brainstorming was the selected activity. The
objective of selecting the activity was to find out
more about students’ existing knowledge and
attitude. The activities were begun with showing
the picture of the book cover to the students. It
was aimed at increasing students’ predictive
skills. The activity was also conducted based on
results of storytelling questionnaire filled by
students that students prefer to learn using picture
as part of a story. In the beginning, based on the
observation sheet in the classroom, students paid
their attention and actively participated in
answering teacher’s questions related to the main
story. In this activity, the students were asked to
read the title of the story. After introducing title of
the story to the students, they were introduced to
some unfamiliar vocabularies that often appeared
in the story. The activity was applied as a good
source of learning new vocabulary and structure.
In the implementation, it can be seen that students
enjoyed the story because they had known the
meaning of difficult words.
The second stage of implementing storytelling
was the activity of telling the story. This stage
was conducted to encourage students to be active
ENGLISH REVIEW: Journal of English Education
Volume 8, Issue 1, December 2019
and reflective readers. The students were not only
expected to be passive readers, but also actively
interact with the text. Moreover, in the middle
activity, students were expected to comprehend
the meaning of the story. The appropriate activity
were the use of dramatization to show character’s
expression or emotion that can attract students’
interest in comprehending the story. Besides, the
use of several guided questions was appropriate to
be implemented. In the process of asking
questions, the students also looked at the setting
and characters portrayed through language in the
book. Thus, it is important for students, especially
low proficiency students, to know whether they
were still focus on the story or not.
Furthermore, there were activities after
reading the story. The activities were divided into
three activities. They were giving some exercises
related to reading comprehension, performing the
story, and creating their own story. First, some
exercises were given to the students to know their
comprehension of the story. The effective
instrument of the evaluation in reading was cloze
procedure. Second, students’ performance in
storytelling was aimed at checking their
comprehension and building their self-confidence
in doing presentation in a public area. The last,
students reflected their knowledge of the story to
a piece of writing.
Finally, from five stories implemented in this
study, the story of “The Owl Babies” was
categorized as the chosen story based on students’
interest. It was chosen because students attracted
with very short folktales about animals as the
main characters. Related to the observation sheet,
it was found that the story is appropriate to
students’ ages and understanding. Besides, based
on the result of questionnaire, most of students
were preferred to be taught by using picture. On
the point of that, the story was selected based on
the quality of the book. This is a big book which
has proper quality seen from font size and
sharpness of pictures inside the book. Moreover,
big book helped students to see the pictures
clearly. In addition, story book was applied as
visual tool to support storytelling activities in
teaching and learning process.
CONCLUSION
Based on data of classroom interview, the data
indicated that although there are some
restrictions, the incorporation of storytelling to
the teaching program had assisted students to
increase their reading comprehension ability and
to develop their writing skill. On the basis of the
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data obtained, this research revealed that the
teaching program spawned some benefits. Firstly,
in the process of implementing storytelling, it was
found that students’ literacy skill was developed.
Secondly, the selection of story and quality of
book also gave an impact on arousing their
imagination. Moreover, students’ vocabulary,
reading awareness, and interest also increased.
Nevertheless, the attainment of those benefits
might be constrained by some challenges found in
this teaching program. The challenges had
something to do with students’ proficiency and
length of texts.
Accordingly, it can be concluded that the
result of the research confirmed possibility of the
teaching program which incorporates storytelling
in supporting junior high school students to have
good awareness in literacy, both reading and
writing. It indicated that storytelling can be
applied in EFL junior high school in Indonesia,
especially in suburban area, because there are
limited facilities that can support students
learning. Furthermore, the use of media and
teacher as an actor can help students to develop
their literacy skill which is highly required in
facing globalization era.
Based on the findings, it is suggested to
implement storytelling that has been proved to
have various positive impacts on students’
learning. Nonetheless, this teaching
program will be more effective when applied in
the regular teaching using classroom action
research. It is suggested to obtain deep data of the
research and to modify new teaching practice. By
considering the suggestion, it is expected that the
teaching process can optimize students’ reading
and writing ability. At last, this program should
be tried out in a variety of level of education,
especially young learners to check whether it can
develop students’ literacy skills or not.
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